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ERIC Number: ED002752
Record Type: RIE
Publication Date: 1959-Mar-1
Pages: 104
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
AN INVESTIGATION OF FACTORS INVOLVED IN THE EDUCATIONAL PLACEMENT OF MENTALLY RETARDED CHILDREN.
CASSIDY, VIOLA M.; STANTON, JEANETTE E.
SIGNIFICANT FACTORS INVOLVED IN LEARNING AND ADJUSTMENT OF RETARDED CHILDREN IN SPECIAL CLASSES AS COMPARED WITH THOSE REMAINING IN REGULAR CLASSROOMS WERE ASSESSED. EACH GROUP WAS EVALUATED WITH INSTRUMENTS TESTING INTELLECTUAL CAPACITY, SCHOOL ACHIEVEMENTS, SOCIAL ACCEPTABILITY, AND ADJUSTMENT TO THEIR TEACHERS AND PEER GROUPS. IT WAS FOUND THAT SUCH FACTORS AS PHYSIOLOGICAL AND PSYCHOLOGICAL DIFFERENCES MAY INFLUENCE ACCEPTANCE IN SPECIAL CLASSES, AND MAY ALSO, IN OUR PRESENT EDUCATIONAL SYSTEM, MEAN THAT MANY CHILDREN, RECOGNIZED AS EDUCABLE ON THE BASIS OF IQ LEVEL, ARE BEING DEPRIVED OF EDUCATION ENTIRELY. THE ACCEPTANCE OF SPECIAL CLASS PROGRAMS AS THE DESIRABLE TYPE OF EDUCATIONAL PLACEMENT FOR RETARDED CHILDREN HAS BEEN BASED ON THE ASSUMPTION THAT SUCH PROGRAMS ARE ABLE TO ACHIEVE RESULTS DIFFERENT FROM THOSE ACHIEVABLE IN A REGULAR CLASS SETTING. THE EVIDENCE OF THIS STUDY INDICATES THAT THESE DIFFERENCES DO ACTUALLY EXIST. THE SUPERIOR ACADEMIC ACHIEVEMENT NOTED FOR THE REGULAR CLASS GROUP IS BALANCED BY THE SUPERIOR SOCIAL ADJUSTMENT OF THE SPECIAL CLASS GROUP. IT IS POSSIBLE THAT RETARDED CHILDREN IN SPECIAL CLASSES COULD BE BROUGHT CLOSER TO THEIR EXPECTED LEVEL OF ACHIEVEMENT THAN IS AT PRESENT REALIZED IN EITHER TYPE OF EDUCATIONAL PLACEMENT. (GC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Ohio State Univ., Columbus. Bureau of Educational Research and Service.
Identifiers: COLUMBUS; OHIO; Stanford Achievement Tests